Mip' 






LA 



Educational Survey of 

Lee County 

Georgia 



\, 

/ 



By 
M. L. DUGGAN, Rural School Agent 

AND 

MISS EURI BELLE BOLTON, 
Extension Dept., G. N. L GoUege 



No. 28 



Under Direction of State 

DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 

1920 



Ponograph 



Educational Survey of 

Lee County 

Georgia 



By 

M. L. DUGGAN, Rural School Agent 

AND 

MISS EURI BELLE BOLTON, 
Extension Dept., G. N. L College 



No. 28 



(7j2/0^ciiJc. Under Direction of State 

DEPARTMENT OF EDUCATION 



M. L. BRITTAIN 

State Superintendent of Schools 

1920 



I 



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4 



1 



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MAP OF LEE COUNTY SCHOOLS. 






LEE COUNTY PUBLIC SCHOOLS. 

HON. S. J. POWELL, County Superintendent Leesburg, Ga. 

County Beard of Education. 

HON. W. H. LUNSFORD, Chsirman Smithville, Ga. 

HON. J. W. PYE Leesburg, Ga. 

HON. J. R. COWART Leesburg, Ga. 

HON. 0. W. STATHAM Leesburg, Ga. 

HON. J. L KAYLOR Smithville, Ga. 



LEE COUNTY SCHOOLS 

The survey of the Lee county public schools was made during 
the month of October, 1919, with the assistance of Miss Euri Belle 
Bolton, of the G. N. L College, and Supervisor F. E. Land, of the 
State Department of Education. 

Upon his own initiative, and in accordance with our advice, 
County Superintendent S. J. Powell has formulated a program of 
progress in harmony with the successful experiences of progres- 
sive Southern school systems. His constructive program is pro- 
ceeding aggressively, and the publication of this bulletin has 
awaited developments in his system. It now seems to be the op- 
portune time for its publication, and its purpose, mainly, is to 
show his plans and purposes to the people of Lee county so as to 
enlist their intelligent sympathy and co-operation. We believe 
that a full and fair consideration of the educational problems of 
the county, based upon the facts as found, is all that will be 
necessary to secure hearty cooperation from all the people. The 
county school administration has proceeded conservatively, but 
after a period of careful study and investigation and comparison 
with many successful systems elsewhere, the policies adopted will 
now be pressed aggressively. If the people of the county give 
heartily and promptly such support as these constructive policies 
deserve Lee county will very soon have a public school system 
second to none in the South. The best is none too good for their 
children. 

RESOURCES. 

Lee county contains 426 square miles of territory. The school 
population is 600 white children, and 2881 negroes. The taxable 
property of the county, including corporate property, is about 
four million dollars. A levy of five mills is made for maintaining 
the public schools, and four mills for maintaining public roads. 
It is a prosperous agricultural section. 

THE SCHOOLS. 

The public school system of the county has heretofore consisted 
of sixteen school districts and nine white schools, and thirty 
negro schools. The negro schools were not in session when this 
survey was made, and are, therefore, not included. There are 
two towns, Leesburg and Smithville, with high schools, and seven 
rural schools with one and two teachers. The two high schools 
have never been fully accredited high schools, and some of the 
rural schools have attempted more or less high school work at 
times. None of the rural schools have sufficient faculty, equip- 
ment, or accommodations for any high school work, and wherever 
attempted it has only interfered with the common school work. 

The school at Leesburg has a faculty of six teachers, and at 
Smithville five teachers. Red Bone and New Chokee, each, has 
two teachers; the rest of the rural schools are one teacher schools. 



The building at Smithville has been enlarged, but in no respect 
does it meet modern school standards. 

At Leesburg, besides a very inadequate and unsuitable building 
for the common school, the high school is housed in the old court 
house, abandoned several years ago as a county court house. It 
was condemned as "good for nothing but a public school house". 

The rural school houses are all fairly good buildings of the 
old-school-house-type, but none of them planned for the purposes 
of a modern school. They fall far short of all architectural 
standards for an up-to-date school plant. The photographs pub- 
lished herewith give sufficient idea of their inadequacy without 
further descriptions. 

The equipment consists of patent desks, blackboards, a very few 
maps, sometimes a teachers' desk and a globe, and a few charts, 
etc. No school in the county is adequately equipped. Plenty of 
well chosen teachers' helps are as important and profitable to a 
school as good tools to a workman, and good teachers will demand 
conditions under which they can do good work. Unwise economy 
is extravagance. 

A NEW ERA. 

The State and the Nation are waking up to the inadequacy of 
our public school facilities and the educational needs of the chil- 
dren. Public education is coming to be estimated at its true value 
at last. In many places business-like programs of real educational 
progress on a large scale are engaging the attention of the 
people. It is fortunate for Lee county that an aggressive ad- 
ministration is planning real educational institutions within a rea- 
sonable reach of all the children of the county. "Little schools" 
that do not and cannot educate the children should quickly give 
way to live educational institutions abreast the times in which we 
live. No man should retard the progress. 

CONSOLIDATIONS. 

There are only 600 white children of school age in Lee county. 
After deducting the number who will attend the two high schools 
at Leesburg and Smithville the remaining number to be divided 
between the several rural schools will not be large. One teacher 
attempting all the grades can not possibly do thorough work, and 
thorough work has not been accomplished in the schools of the 
county, as is shown from the tests published herein. The children 
go up to the high school and on to college without having de- 
veloped the ability or the habit of reading understandingly, manip- 
ulating numbers rapidly or accurately, or applying practically 
and profitably whatever of information may have been acquired. 
A better division of the work among more teachers under favor- 
able conditions and with longer recitation periods, as is made pos- 
sible through consolidation, will give far better results. The in- 
spiration of larger numbers will also be very stimulating to the 
children. The many and considerable advantages of the consoli- 
dated school are no longer questioned by those who are really 
interested in the better education of the children. There are some- 
times other considerations that lead people to oppose such a 
policy. 

5 



It is proposed to divide the county into four large school dis- 
tricts; and four live schools, properly housed and well equipped, 
with convenient transportation where needed, will afford to all the 
children of Lee county as good educational facilities as are en- 
joyed by any children in most favored localities. It is to be hoped 
that nobody's prejudice will stand in the way of such opportuni- 
ties. These will be the Leesburg- District, Smithville District, Red 
Bone District, and New Chokee District. 

For these schools adequate buildings should first be provided, and 
the business-like and equitable way is by bond issues. Thus the 
costs would be paid by the property rather than by the people. 
People move away sometimes; but property remains to pay year 
by year for the benefits it is receiving from good schools. It is 
manifestly unfair for such cost to be borne by those who move 
out of reach of the continuing benefits. By issuirg bonds the 
property of those who reap the benefits will gradually bear the 
cost, at the same time enhancing in value by reason of such 
schools much more than the bond levies will amount to. 

INCREASED OPPORTUNITIES. 

Only under such proposed consolidated conditions can there be 
introduced an enriched course of study to meet the coming needs 
of all the children. Educational methods must attempt to meet 
the demands of the age, and very little readjustment can be done 
in one-teacher schools. 




iim 







SMITHVILLE. 




LEESBURG SCHOOL. 




LEESBURG HIGH SCHOOL (COURT HOUSE). 



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P^J 



PHILEMA. 





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■^*»»!»ff)(f#«;al' !' ■^' I'll ,#J||if3i*i? 



RIFT, LEE COUNTY. 




RED BONE. 




NORTON. 



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ADAMS. 




NEW CHOKEE. 



10 



TESTS. 

To ascertain just the character of work that was being- accom- 
plished in the schools of the county very careful tests were made 
of all the pupils above fourth grade in each one of the schools. 
These tests reveal the fact that the work has not been thorough 
in the fundamentals of education. These unsatisfactory results are 
not so much chargeable to the teachers as to the conditions under 
which they are attempting- to teach. The tests were made at the 
beginning of the school year. 

Tests were made in reading, spelling, arithmetic and writing. 
The Munroe Timed Sentence Spelling Tests were used in spelling 
and scored by Dr. Munroe's recent standards. 

Munroe's Silent Reading Tests were used in reading- and scored 
for Rate and Comprehension. 

Courtis' Arithmetic Tests Series B were used in Arithmetic and 
scored for speed and accuracy. 

Explanation of Technical Terms. 

The Median Score is the middle score of the group and indicates, 
approximately, the average ability of the class. It is found by 
arranging the scores in order of magnitude and taking the score 
on the middle paper. Eg., 1, 7, 3. 4, 5, would be arranged 
7, 5, 4, 3, 1 and 4 represents the median score. 

The Standard Scores for the different tests have been derived 
by giving the tests to thousands of pupils and getting- the median 
score of the individual scores. 

The Distribution of the Pupils' Scores shows the number of 
pupils in a group making each per cent or score. (See Table III.) 

READING. 

The Munroe Standardized Silent Reading Tests were given to 
the pupils of the fourth through the tenth grades, inclusive. The 
pupils were scored both for rate, the number of words read per 
minute, and comprehension, the ability to understand what is read. 

The results of the tests show that the fourth and fifth grades 
in all of the schools are more than a grade below standard in 
both rate and comprehension. (See accompanying graphs and 
table.) The scores of the sixth, seventh, and eighth grades are 
very good, especially in consideration of the fact that the tests 
were given at the beginning of the school year. 

The reading score of the Leesburg School is very low in the 
fourth and fifth grades, but rises very rapidly in the sixth, the 
seventh, and the eighth grades. This is due to the fact that the 
pupils of these grades had a very strong- teacher when they were 
in the primary grades. These facts are conclusive proof of the 
need for strong, well trained teachers for the lower grades. Dur- 
ing these formative years the learning- of the pupils should be 
given very careful attention. 



11 



SILENT READING— RATE. 




Tl ll I Grades. 



Chart showing Median Rate Scores of each grade of the Lees- 
burg School, the Smithville School, and the Lee County Country 
Schools in comparison with the Standard Scores, using the Munroe 
Silent Reading Tests. 

Solid line represents the Standard; long dash line represents 
the Leesburg School; short dash line represents the Smithville 
School; mixed dash line represents the Lee County Country Schools. 



12 



SILENT READING— COMPREHENSION. 




Ill 



lY V VI VII VIII IX i il Grades 



Chart showing Median Comprehension Scores of each grade of 
the Leesburg School, the Smithville School, and the Lee County 
Country Schools in comparison with the Standard Scores, using 
the Munroe Silent Reading Tests. 

Solid line represents the Standard; long dash line represents 
the Leesburg School; short dash line represents the Smithville 
School; mixed dash line represents the Lee County Country Schools. 



13 



The score made by the country schools is very low. No grade 
spelled more than 28'/ of the words, or 14 words out of 50, cor- 
rectly. The third g'rade standard is 56/^. The spelling papers 
handed in by the pupils show that the low score is due not only 
to the fact that spelling is not well enough taught in the country 
schools, but to the fact that the children are not taught to write 
and that there is not enough attention given to written compo- 
sition and dictation exercises. 

SPELLING. 




Grades' 



Chart showing the Median per cent of words spelled correctly 
by the pupils of the Leesburg, the Smithville, and the Lee County 
Country Schools in comparison with the Standard Scores, using 
Munroe's Timed Sentence Spelling Test-Form I, II, and III. (See 
accompanying table.) 

Solid line represents the Standard; long dash line represents 
the Leesburg School; short dash line represents the Smithville 
School; mixed dash line represents the Lee County Country Schools. 



14 



SPELLING. 



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90 
















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Chart showing the Median per cent of words spelled correctly by 
the pupils of the different grades in the Lee County School Sys- 
tem in comparison with the Standard Scores, using Munroe's Timed 
Sentence Spelling Test-Form I, II, and III. 



Lee County Standard 

Grade III __% 567o 

Grade IV 28% 78% 

Grade V 30% 667^ 

Grade VI 47% 80% 

Grade VII 56% 70% 

Grade VIII 69% 84% 

Grade IX 11% 86% 

Grade X 797^ 90% 



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Grades 



Chart showing Median Rate Scores of each grade of the Lee 
County System in comparison with the Standard Scores, using the 
Munroe Silent Reading Tests. 

Solid line represents standard; broken line represents Lee 
County System. 



17 



SILENT READING— COMPREHENSION. 



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VII VIII li i 



XI Grades 



Chart showing: Median Comprehension Scores of each grade of 
the Lee County System in comparison with the Standard Scores, 
using the Munroe Silent Reading Tests. 

Solid line represents standard; broken line represents Lee 
County System. 



18 



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19 



SPELLING. 

Dr. Munroe's Timed Sentence Spelling Test was given to the 
pupils of the fourth through the tenth grades, inclusive. The 
tests were given as a dictation exercise and the pupils did not 
know that they were to be marked for spelling. 

In marking the papers only the fifty words in italics were con- 
sidered. Other mistakes were not counted. The Standards with 
which the results are compared are Dr. Munroe's latest standards. 

The results of the tests show that written spelling receives very 
little emphasis in the schools of Lee County. The fourth, fifth, 
and sixth grades in all of the schools are far below standard. (See 
accompanying graphs and tables.) The seventh and high school 
grades more nearly approach the standard. This is probably due 
to the fact that composition work has increased the pupil's ability 
to spell and not to the fact that written spelling receives more em- 
phasis in these grades. 

ARITHMETIC. 

The Courtis Standard Research Tests, Series B, were used in 
measuring arithmetic abilities. The series consists of tests in Ad- 
dition, Subtraction, Multiplication, and Division. Each test con- 
sists of twenty-four examples of the same form and diflficulty ar- 
ranged in columns. The time allowed for each test is: addition, 
eight minutes; subtraction, four minutes; multiplication, six min- 
utes, and division, eight minutes. The papers are marked by a 
printed answer card and no credit is given for answers partly 
correct. A pupil's score is the number of examples attempted 
and the number right. This plan insures uniformity and accuracy. 

The tests were given to all the pupils from the fourth to the 
eleventh grade. The scores of the grades above the eighth are 
not given either in the tables or in the graphs. 

The results of the tests reveal some important facts: (1) The 
scores of the grades of all the schools are much below standard, 
except the score of the eighth grade of the Smithville School. The 
score of this grade is unusually good. (2) The scores of the 
country schools are uniformly lower than the scores of the larger 
schools. (3) All of the grades of the country schools made a very 
low score in multiplication and division, showing that these pro- 
cesses have not been well taught in the smaller schools. This is 
probably due to the fact that these schools change teachers so 
often and that each teacher instead of taking up the work 
where her predecessor left it starts at the beginning. (4) All of 
the schools are further from standard in rights than in attempts. 
This shows a lack of accuracy in arithmetic work. 

Addition, subtraction, multiplication and division are mechanical 
processes and should be so thoroughly taught that the pupils will 
recognize the results of the combinations instantly. This means 
that the pupils must form certain specific habits in the use of the 
various combinations. Much attentive practice in the use of the 
operations is necessary until the habits are firmly established. The 
drill work in the primary grades can be made interesting by in- 
troducing games. 

For comparison of the results from the various schools see the 
accompanying graphs. 

20 



A series of Charts showing the Median Class Scores made by 
the grades of the Leesburg School, the Smithville School, and the 
Lee County Country Schools in comparison with the Standard 
Scores, using the Courtis Arithmetic Tests. 

NOTE: Attempts represent the median number of examples 
the pupils tried to work; Rights represents the median number of 
examples they did correctly. 



ARITHMETIC— LEESBURG SCHOOL. GRADE VIU. 



Addition 



Division 




Standard Score. 



Score of Grade. 



ARITHMETIC— SMITHVILLE SCHOOL. GRADE VIIL 




Standard Score. 



Score of Grade. 



21 



ARITHMETIC— LEE COUNTY COUNTRY SCHOOLS. GRADE VII. 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts 


Rights 


15 15 


15 15 


15 15 


15 


15 


14 14 


14 14 


14 14 


14 


14 


13 13 


13 13 


13 13 


13 


13 


12 12 


12^^ 12 


12 -12 


12 


12 


11. 11 


/^l! ^»-^^ 11 


11 11 


11 


11 


10\. 10 J 
9 \. 9 y^ 






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10 


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7 


7 


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2 2 


2 


9 


1 -V 


1 1 


] 1 


1 


1 


















standard Score. 



— Score of Grade. 



ARITHMETIC— LEESBURG SCHOOL. GRADE Vll. 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts Rights 


15 15 
14 14 
13 13 
12 12 
11. 11 
10 \^ 10 
9 \^ 9 ^ 

6 \ f,/ 
5 W 
4 4 
3 3 
2 2 
1 1 



15 15 
14 14 
13 13 
12^ 12 

/ 10 ^^10' - 


15 15 
14 14 
13 13 
12 12 
11 11 


15 15 
14 14 
13 13 
12 12 
11 11 

^^10- 10 

-^"^ 9^~~-— 9 
8 8 
7 7 
6 6 


, ^ 9 ^ ^ ^ 9 

^ 8 ^8— _ 
7 7 
6 6 
5 5 
4 4 
3 3 
2 2 
1 1 



9^--.. 9 ^ 
8 ^^-^^ 

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6 ^ ^ 6 


4 4 
3 3 
2 2 
1 1 




4 ~ -4 
3 3 
2 2 
1 1 




Standard Score, 




Score of Gr 


ade. 



ARITHMETIC— SMITHVILLE SCHOOL. GRADE VIL 



Addition 



Division 



Attempts Rights 



15 


15 


14 


14 


13 


13 


12 


12 


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11 




7 


5 


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2 










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(^lade. 



22 



ARITHMETIC-LEE COUNTY COUNTRY SCHOOLS. GRADE VL 




Division 



Attempts Rights 



15 


15 


14 


14 


13 


13 


12 


12 


11 


11 


10 


10 


9 


9 


-8— 


8 


7 


— -7 


6 


6 


5 


5 


4 


4 


--3-. 


3 


2 


""-.2 


1 


"1 









Standard Score 



Score of Grade. 



ARITHMETIC— LEESBURG SCHOOL. GRADE VI 


. 




Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts • Rights 


, ; Attempts 


Rights 


15 15 


15 15 


15 15 


15 


15 


14 14 


14 14 


14 14 


14 


14 


13 13 


13 13 


13 13 


13 


13 


12 12 


12 12 


12 12 


12 


12 


11 11 


11 11 


11 11 


11 


11 


10>^ 10 


^10- 10 


10 10 


10 


10 








9 












8 \, 8 ^ 


8 8 


8^^^«. 8 


^—-8 . 


8 


7 \7^ 


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7 


"~" 7 


6 6 


.^ 6 X, 6 


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6 




5^ 5 


5 ^ ^ 5 /' 


5 ^^5 


5 


5 


4 ^-^ 4 / 


4 ^4^ 


4 4-— _ 


4 


4 


3 "■-3'' 


3 3 


3 3 


~-a~-.- 


3 


2 2 


2 2 


2 2 


2 


--2 


1 1 


1 1 


1 1 


1 


1 


. 














Standard Score 




Score of Gr 


ade. 





ARITHMETIC-SMITHVILLE SCHOOL. GRADE VI. 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts Rights 


15 15 


15 15 


15 15 


15 15 


14 14 


14 14 


14 14 


14 14 


13 13 


13 13 


13 13 


13 13 


12 12 


12 12 


12 12 


12 12 


11 11 


11 11 


11 11 


11 11 


10- 10 


^^A\^,^ '"^ 


10 10 


10 10 


9\^ 9 




_^_-9^ 9 


9 9 


8 ^^. S ^^ 


^ ' % ^ ^ — — ■ 


8^--- 8 


_-8-^.___^_^ 8 




/ 7 s 7 






6 6 


/ f) ^sl^ 


6 6 


6 6 


4^ \ / 
3 \ 3/ 
2 V 2 '^ 


5 ^ 


5^ 5 


^5^ 5 


4 4 


4 >. 4 


^' 4 V. 4 


3 3 

2 2 


3 ^^ 3 .- 
2 -2-- 


3^3 
2 <Z 


1 ^1/ 


1 1 


1 1 


1 1 















Standard Score. 



Score of Grade. 



23 



ARITHMETIC— LEE COUNTY CQUNTRY SCHOOLS. GRADE V. 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts Rights 


15 15 


15 15 


15 15 


15 15 


14 14 


14 14 


14 14 


14 14 


13 13 


13 13 


13 13 


13 13 


12 12 


12 12 


12 12 


12 12 


11 11 


11 11 


11 11 


11 11 


10 10 


10 10 


10 10 


10 10 


9«^ 9 


^^9>^ 9 


9 9 


9 9 


8 \^ 8 


^y^ i^"^"-^-^ 8 


_— 8^ 8 


8 8 


7 \^7 ^^ 


7 ^~^— — — ' 


7^^. 7 


7 7 


6 ^6^ 
5\ 5 


6^ 6 
/ 5^v. 5 






^'^^ 6 


5 5 


4 \ 4 


^ \ ^ 4 ^ 


-^ 4 -• 4 


4 4 


3 \ 3 


3 ^3-- 


3 -3 


3-^ _ 3 


2 ^^2^- 


2 2 


2 2 


■« ^2 


1 h^ 


1 1 


1 1 


1 1 















Standard Score. 



Score. of Grade. 



ARITHMETIC— LEESBURG SCHOOL. GRADE V. 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts Rights 


15 15 


15 15 


15 15 


15 15 


14 14 


14 14 


14 14 


14 14 


13 13 


13 13 


13 13 


13 13 


12 12 


12 12 


12 12 


12 12 


11 11 


11 11 


11 11 


11 11 


10 10 


10 10 


10 10 


10 10 


9. 9 


^9. 9 


9 9 


9 9 


8\. 8 


^-^^8^^-.^ 8 


—8.^ 8 


8 8 


7 \7^/ 


7 ^~-~-7- 


7 ^^ 7 


7 7 


6 ^6^ 


^6^ 6 
^ - 5^ ^ 5 










5^ 5 


^5.^ 5 


5 ~^-5 


4^4 -^ 
3 -3-^ 


4 ^ 4 ^ 
3 ■^3— 


- 4 - ^4 

3 3- _ 


4 4 
3 3 


2 2 


2 2 


2 2 


~ 2— _ 2 


1 1 


1 1 


1 1 


1 ~ -1 















Standard Score. 



— Score of Grade. 



ARITHMETIC— SMITH VILLE SCHOOL. GRADE V. 




Standaid Score. 



Score of Grade. 



24 



ARITHMETIC— LEE COUNTY COUNTRY SCHOOLS. GRADE IV. 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts Rights 


15 15 


15 15 


15 15 


15 15 


14 14 


14 14 


14 14 


14 14 


13 13 


13 13 


13 13 


13 13 


12 12 


12 12 


12 12 


12 12 


11 11 


11 11 


11 11 


11 11 


10 10 


10 10 


10 10 


10 10 


9 9 


9 9 


9 9 


9 9 


8 8 


8 8 


8 8 


8 8 


7. 7 


7-_^__^ 7 


7 7 


7 7 


6 ^^^ 6 ^^ 
5 ^-5--^ 






6 6 
5 5 


5 5 


^'5^^^.. 5 


4^ 4 
3 ^^ 3 


,4^ 4 ^ 
' ' 3 ^ - 3 ^ 






4 4 -■ 

3 ^ 3 


/ ^ 3^^^^''"'"'^-~~~3 


2 ^2-" 


2 ^Z^ 


2 ^ 2 > 2^2 


1 1 



1 1 




1*1/ 
^0" 


^0 



Standard Score. 



Score of Grade. 



ARITHMETIC— LEESBURG SCHOOL GRADE IV. 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts Rights 


15 15 


15 15 


15 15 


15 15 


14 14 


14 14 


14 14 


14 14 


13 13 


13 13 


13 13 


13 13 


12 12 


12 12 


12 12 


12 12 


11 11 


11 11 


11 11 


11 11 


10 10 


10 10 


10 10 


10 10 


9 9 


9 9 


9 9 


9 9 


8 8 


8 8 


8 8 


8 8 


7.^ 7 


..---'^----^ "? 


7 7 


7 7 


6^^^ 6 _^ 






fi fi 






5 ^-5-^"^ 


5 5 


5 ^---^ 5 


5 5 


4-^ 4 
3 ^ ^ 3 


4 4 
^3^ 3 






^ 3- -, 3 


3 ^~~~^--3 


2 --2— ' 


2 ^>. 2 ^ 


— 2 ■~~-2~ ._ 


2 2 


1 1 


1 "-l-^ 


1 1 


^-1—-. 1 











"^ ~0 



Standard Score. 



Score of Grade 



ARITHMETIC— SMITHVILLE SCHOOL. GRADE IV 



Addition 


Subtraction 


Multiplication 


Division 


Attempts Rights 


Attempts Rights 


Attempts Rights 


Attempts Rights 


15 15 
14 14 
13 13 
12 12 
11 11 
10 10 
9 9 

8 8 
7-v. 7 

6 ^--^^ 6 _^ 
5 ^-^"^ 
4^ 4 
3 N 3 

9 X 9 ^, 

I ^K 




15 15 
14 14 
13 13 
12 12 
11 11 
10 10 
9 9 
8 8 


15 15 
14 14 

13 13 
12 12 
11 11 
10 10 
9 fi 
S 8 
7 7 


15 15 
14 14 
13 13 
12 12 
11 11 
10 10 
9 9 
8 8 
7 7 
6 6 


^0-^ 


5 ^"-^.^5 


1 J 



3V~ — ^3 
2 . 2 

^ \i 
^) 



Standard Score. 



Score of Grade 



25 



